Teaching and Leadership

Childhood Education (1-6)

Childhood (Elementary) Education at SU
The School of Education's Teaching and Leadership Programs prepares educators to promote the active learning and academic achievement of all students in inclusive environ-ments, and to serve as principled leaders and advocates for students in their schools, communities, and profession. We offer three levels of study in childhood (elementary) education: a bachelor of science (B.S.) degree in Inclusive Elementary and Special Education, master's degrees (M.S.) for those with or without initial preparation in childhood education, and the certificate of advanced study (C.A.S.). A concentration in childhood education is also available through the doctoral (Ph.D.) program in Teaching and Curriculum.

MS in Childhood Education/ Preparation Program
For further information, contact the program coordinator:
Dr. Patricia Tinto, Teaching and Leadership Programs
150 Huntington Hall, Syracuse, NY 13244-2340
(315)443-9659 pptinto@syr.edu

This program offers teacher candidates:
§ the opportunity for those holding a bachelor’s degree with a major or concentration in a liberal arts area or its equivalent, but no prior coursework in teaching, to prepare for NYS certification as childhood teachers (grades 1-6) while earning a master’s degree.
§ a 40-credit hour program that exposes students to cutting-edge ideas in program courses taught by research faculty specialists.
§ special emphasis on working with struggling students, serving diverse student populations, using technology to promote active learning, and teachers as researchers of professional practice and builders of practical theory.
§ five field placements integrated with early coursework and student teaching which allow each candidate to learn from a variety of urban and suburban school settings, teachers, and children with diverse backgrounds and abilities.
§ a twelve-month program of full-time study, beginning in July, finishing degree requirements the following June, before September teaching positions begin.
§ sharing professional development with a cohort of candidates, taking a common core of courses together.

Admission to the program:
Program prerequisites include a bachelor's degree with a major or concentration in the liberal arts or sciences, and at least 60 semester hours in liberal arts and sciences. Previous study must include a minimum of one course in writing, two courses each in college level mathematics, laboratory sciences, and social sciences, and 2-3 courses in the humanities. One of the social science or humanities courses must be in history, and study or significant participation in the arts must be included. At least two courses must address issues related to diversity. In addition, a language requirement through the first year of college study must be met through appropriate college or high school (Level III) courses. Applicants who have not completed these prerequisites should consult the program coordinator.
Admission is competitive, with decisions based on grade point average, recommendations, and the candidate's stated goals. The minimum undergraduate grade point average for admission is 2.8 on a 4.0 scale.
There are no interviews or examinations required for admission. However, interviews are encouraged, and all candidates must be successful in the first summer of study in the program to warrant continuing into the fall semester. This is evidenced by skill in writing, productive engagement in the assigned field experience, grades of “B” or better in each summer course, and displaying a professional disposition.
Although not program requirements, NYS initial teacher certification requires U.S. citizenship (or a declaration of intent to become a citizen) and passing scores on three examinations. The Liberal Arts and Sciences Test may be taken prior to starting the program; the other two tests, related specifically to teaching and curriculum, are typically taken shortly before program completion. New York State also requires fingerprinting of applicants for certification.
Besides qualifying for initial teacher certification, students meet academic requirements for the next level (“professional”) NYS certification. Some teaching experience is required before the professional certificate is actually awarded.

Applications for admission:
Although applications for admission may be submitted either on-line or on paper, on-line applications are processed more swiftly and are strongly encouraged. On-line applications may be found and completed at:
https://apply.embark.com/grad/syracuse/
All applications, however submitted, are processed by the Syracuse University Graduate Enrollment Management Center. The Center forwards materials to the program coordinator (and notifies the applicant) once all required information has been received. Candidates who want to apply for an SU scholarship (see next page) should submit separate applications for both admission and a scholarship by February 1; those who do so will receive responses to both applications by March 1. Applications for admission submitted after February 1 but by March 31 will be considered on a space available basis.
Applicants with questions about the application process should contact the program coordinator (above) or the School of Education’s Graduate Admissions Recruiter, Jacqueline Chambers, at 315-443-2505 or gradcrt@gwmail.syr.edu.

Financial Aid
Financial aid programs available to United States citizens are based on financial need. Graduate awards and appointments administered by Syracuse University are merit-based and highly competitive; most require a separate application (i.e., checking the “interested in aid?” box on the admissions application is not sufficient to initiate consideration for specialized awards). For general information about financial aid programs, and applications for student loans and Federal Work-Study for graduate students, consult the Financial Aid Office at 443-1513, or http://sumweb.syr.edu/financial_aid. To determine eligibility for Federal Stafford Loans and/or Federal Work-Study, complete the Free Application for Federal Student Aid (FAFSA) at http://fafsa.ed.gov. For information about the School of Education’s own scholarships and awards, consult http://soeweb.syr.edu/grad/soescholarships2002-2003.pdf. Although the School of Education offers some graduate assistantships, MS/Childhood Education/Preparation Program students’ daytime schedule and academic commitments make it impossible for them to fill most assistantship positions.

Special Services and Opportunities
Field experiences are completed within the Professional Development School (PDS) Network, a collaborative partnership of Syracuse University, area school systems and educators, and the community that links teacher preparation, educational research, and professional development of practicing educators. Field placements are arranged in community-based tutoring programs and in urban, suburban, and (occasionally) rural elementary classrooms, each placement closely coordinated with one or more on-campus courses.
The School of Education’s Career Services Office maintains job vacancy listings, credential files and employment resource materials, sponsors a teacher recruitment fair, and facilitates the search for employment opportunities. Fees are charged for some services.
Those interested in our preparation program in “regular” childhood education may also want to consider our masters-level Inclusive Special Education: Preparation 1-6 program, which leads to a childhood special education certificate. The 32-credit program can be completed with one additional year of full-time study, or with part-time study while teaching.

MS/Childhood Education/Preparation Program Course Sequence
First Summer
EED 601 Strategies of Teaching for Inclusive Education I 2
EED 604 Learning and Learners in Inclusive Classrooms 3
SPE 603 Perspective on Disabilities 2
EED 606 Understanding Teaching in Inclusive Schools 3
And an associated field experience
Fall Semester
EED 602 Strategies of Teaching for Inclusive Education II 2
EED 623 Elementary Mathematics Methods and Curriculum 3
EED 624 Elementary Language Arts Methods and Curriculum 3
EED 625 Elementary Reading Methods and Curriculum 3
EED 640 Participation in the Professional Development School 1
And two practica
Spring Semester and First Summer Session
EED 618 Adapting Instruction for Diverse Student Needs 3
EED 626 Elementary Social Studies Methods and Curriculum 3
EED 627 Elementary Science Methods and Curriculum 3
EED 640 Participation in the Professional Development School 0
EDU 508 Student Teaching in Elementary Education 9
Workshops in violence prevention, child abuse, substance abuse, and safety 0
And one practicum and two student teaching placements
Total credits: 40

Course descriptions can be found in the graduate catalog, which is available on line at: http://www.syr.edu/publications/gradcat/

Professional Portfolio and the Intensive Examination
The development and successful presentation of a professional portfolio follows the completion of coursework and student teaching. The final requirement is the completion of an Intensive Examination. The master's thesis is not an option in this program.

Childhood Education Faculty
Rachel Brown, Assistant Professor, reading, strategy instruction, cognition; Ph.D., University of Maryland
Kathleen Hinchman, Associate Professor, content area reading, teacher research collaboration; Ph.D., Syracuse University
Tracy Knight-Lackey, Assistant Professor, inclusive education, school-family relationships; PhD, University of Wisconsin
Gerald M. Mager, Professor, teacher education, supervision and curriculum; Ph.D., Ohio State University
Gloria Quadrini, Affiliated Faculty, educational leadership, reading education; Ed.D., Syracuse University
Mara Sapon-Shevin, Professor, teacher education, inclusion, cooperative learning, diversity, Ed.D., University of Rochester
Larry E. Schafer, Professor, science education; Ph.D., Michigan State University
Patricia Tinto, Associate Professor, mathematics education; Ph.D., Syracuse University

The information concerning academic requirements, courses, and programs of study contained in this publication does not constitute an irrevocable contract between the student and the University. The University reserves the right to change, discontinue, or add academic requirements, courses, and programs of study without notice, although every effort will be made to inform students of any changes in a timely manner. (August 1996, Syracuse University) Rev. 9/15/03




		Childhood Education (1-6) Childhood (Elementary) Education at SU The School of Education's Teaching and Leadership Programs prepares educators to promote the active learning and academic achievement of all students in inclusive environ-ments, and to serve as principled leaders and advocates for students in their schools, communities, and profession. We offer three levels of study in childhood (elementary) education: a bachelor of science (B.S.) degree in Inclusive Elementary and Special Education, master's degrees (M.S.) for those with or without initial preparation in childhood education, and the certificate of advanced study (C.A.S.). A concentration in childhood education is also available through the doctoral (Ph.D.) program in Teaching and Curriculum. MS in Childhood Education/ Preparation Program For further information, contact the program coordinator: Dr. Patricia Tinto, Teaching and Leadership Programs 150 Huntington Hall, Syracuse, NY 13244-2340 (315)443-9659 pptinto@syr.edu This program offers teacher candidates: § the opportunity for those holding a bachelor’s degree with a major or concentration in a liberal arts area or its equivalent, but no prior coursework in teaching, to prepare for NYS certification as childhood teachers (grades 1-6) while earning a master’s degree. § a 40-credit hour program that exposes students to cutting-edge ideas in program courses taught by research faculty specialists. § special emphasis on working with struggling students, serving diverse student populations, using technology to promote active learning, and teachers as researchers of professional practice and builders of practical theory. § five field placements integrated with early coursework and student teaching which allow each candidate to learn from a variety of urban and suburban school settings, teachers, and children with diverse backgrounds and abilities. § a twelve-month program of full-time study, beginning in July, finishing degree requirements the following June, before September teaching positions begin. § sharing professional development with a cohort of candidates, taking a common core of courses together. Admission to the program: Program prerequisites include a bachelor's degree with a major or concentration in the liberal arts or sciences, and at least 60 semester hours in liberal arts and sciences. Previous study must include a minimum of one course in writing, two courses each in college level mathematics, laboratory sciences, and social sciences, and 2-3 courses in the humanities. One of the social science or humanities courses must be in history, and study or significant participation in the arts must be included. At least two courses must address issues related to diversity. In addition, a language requirement through the first year of college study must be met through appropriate college or high school (Level III) courses. Applicants who have not completed these prerequisites should consult the program coordinator. Admission is competitive, with decisions based on grade point average, recommendations, and the candidate's stated goals. The minimum undergraduate grade point average for admission is 2.8 on a 4.0 scale. There are no interviews or examinations required for admission. However, interviews are encouraged, and all candidates must be successful in the first summer of study in the program to warrant continuing into the fall semester. This is evidenced by skill in writing, productive engagement in the assigned field experience, grades of “B” or better in each summer course, and displaying a professional disposition. Although not program requirements, NYS initial teacher certification requires U.S. citizenship (or a declaration of intent to become a citizen) and passing scores on three examinations. The Liberal Arts and Sciences Test may be taken prior to starting the program; the other two tests, related specifically to teaching and curriculum, are typically taken shortly before program completion. New York State also requires fingerprinting of applicants for certification. Besides qualifying for initial teacher certification, students meet academic requirements for the next level (“professional”) NYS certification. Some teaching experience is required before the professional certificate is actually awarded. Applications for admission: Although applications for admission may be submitted either on-line or on paper, on-line applications are processed more swiftly and are strongly encouraged. On-line applications may be found and completed at: https://apply.embark.com/grad/syracuse/ All applications, however submitted, are processed by the Syracuse University Graduate Enrollment Management Center. The Center forwards materials to the program coordinator (and notifies the applicant) once all required information has been received. Candidates who want to apply for an SU scholarship (see next page) should submit separate applications for both admission and a scholarship by February 1; those who do so will receive responses to both applications by March 1. Applications for admission submitted after February 1 but by March 31 will be considered on a space available basis. Applicants with questions about the application process should contact the program coordinator (above) or the School of Education’s Graduate Admissions Recruiter, Jacqueline Chambers, at 315-443-2505 or gradcrt@gwmail.syr.edu. Financial Aid Financial aid programs available to United States citizens are based on financial need. Graduate awards and appointments administered by Syracuse University are merit-based and highly competitive; most require a separate application (i.e., checking the “interested in aid?” box on the admissions application is not sufficient to initiate consideration for specialized awards). For general information about financial aid programs, and applications for student loans and Federal Work-Study for graduate students, consult the Financial Aid Office at 443-1513, or http://sumweb.syr.edu/financial_aid. To determine eligibility for Federal Stafford Loans and/or Federal Work-Study, complete the Free Application for Federal Student Aid (FAFSA) at http://fafsa.ed.gov. For information about the School of Education’s own scholarships and awards, consult http://soeweb.syr.edu/grad/soescholarships2002-2003.pdf. Although the School of Education offers some graduate assistantships, MS/Childhood Education/Preparation Program students’ daytime schedule and academic commitments make it impossible for them to fill most assistantship positions. Special Services and Opportunities Field experiences are completed within the Professional Development School (PDS) Network, a collaborative partnership of Syracuse University, area school systems and educators, and the community that links teacher preparation, educational research, and professional development of practicing educators. Field placements are arranged in community-based tutoring programs and in urban, suburban, and (occasionally) rural elementary classrooms, each placement closely coordinated with one or more on-campus courses. The School of Education’s Career Services Office maintains job vacancy listings, credential files and employment resource materials, sponsors a teacher recruitment fair, and facilitates the search for employment opportunities. Fees are charged for some services. Those interested in our preparation program in “regular” childhood education may also want to consider our masters-level Inclusive Special Education: Preparation 1-6 program, which leads to a childhood special education certificate. The 32-credit program can be completed with one additional year of full-time study, or with part-time study while teaching. MS/Childhood Education/Preparation Program Course Sequence First Summer EED 601 Strategies of Teaching for Inclusive Education I 2 EED 604 Learning and Learners in Inclusive Classrooms 3 SPE 603 Perspective on Disabilities 2 EED 606 Understanding Teaching in Inclusive Schools 3 And an associated field experience Fall Semester EED 602 Strategies of Teaching for Inclusive Education II 2 EED 623 Elementary Mathematics Methods and Curriculum 3 EED 624 Elementary Language Arts Methods and Curriculum 3 EED 625 Elementary Reading Methods and Curriculum 3 EED 640 Participation in the Professional Development School 1 And two practica Spring Semester and First Summer Session EED 618 Adapting Instruction for Diverse Student Needs 3 EED 626 Elementary Social Studies Methods and Curriculum 3 EED 627 Elementary Science Methods and Curriculum 3 EED 640 Participation in the Professional Development School 0 EDU 508 Student Teaching in Elementary Education 9 Workshops in violence prevention, child abuse, substance abuse, and safety 0 And one practicum and two student teaching placements Total credits: 40 Course descriptions can be found in the graduate catalog, which is available on line at: http://www.syr.edu/publications/gradcat/ Professional Portfolio and the Intensive Examination The development and successful presentation of a professional portfolio follows the completion of coursework and student teaching. The final requirement is the completion of an Intensive Examination. The master's thesis is not an option in this program. Childhood Education Faculty Rachel Brown, Assistant Professor, reading, strategy instruction, cognition; Ph.D., University of Maryland Kathleen Hinchman, Associate Professor, content area reading, teacher research collaboration; Ph.D., Syracuse University Tracy Knight-Lackey, Assistant Professor, inclusive education, school-family relationships; PhD, University of Wisconsin Gerald M. Mager, Professor, teacher education, supervision and curriculum; Ph.D., Ohio State University Gloria Quadrini, Affiliated Faculty, educational leadership, reading education; Ed.D., Syracuse University Mara Sapon-Shevin, Professor, teacher education, inclusion, cooperative learning, diversity, Ed.D., University of Rochester Larry E. Schafer, Professor, science education; Ph.D., Michigan State University Patricia Tinto, Associate Professor, mathematics education; Ph.D., Syracuse University The information concerning academic requirements, courses, and programs of study contained in this publication does not constitute an irrevocable contract between the student and the University. The University reserves the right to change, discontinue, or add academic requirements, courses, and programs of study without notice, although every effort will be made to inform students of any changes in a timely manner. (August 1996, Syracuse University) Rev. 9/15/03